Abstract
The authors' research activities connected information and communication technologies affecting teaching methods in higher education. A total of 201 respondents studying Programming 2 participated in this research. Two hypotheses were created, as well as a pre-test (ensuring that the initial condition of equality among the group members was met) and a post-test (measuring the shift of knowledge among the respondents of the same group). An analysis based on the t-test showed the presence of a statistically significant difference among the male respondents with regard to the test results. H1 hypothesis was accepted. No statistically significant difference was detected among the female respondents, so the H2 hypothesis was rejected. Our results showed that major difference have been found only in male population, which is interesting since female respondents tend to use LMS systems more often and since male respondents are more frequently in computer games activities.
Highlights
Introduction and Research ProblemTeachers have been using games for educational purposes for many years, either in the form of specialised educational or commercial computer games
In order to confirm the H1 and H2 hypotheses, a post-test was conducted within the main research in order to obtain a list of respondents meeting the requirements for research participation, which enabled a t-test analysis of the results aimed at confirming or rejecting the H1 and H2 hypotheses
The respondents from the control and the experimental group were grouped according to gender, and an analysis of the male respondents of the control and experimental group, as well as an analysis of the female respondents from the control and the experimental group were carried out
Summary
Teachers have been using games for educational purposes for many years, either in the form of specialised educational or commercial computer games. This is mainly due to the fact that they are entertaining and enable a dynamic approach to a particular topic or a subject of teaching. Commercial games or highly-specialised educational games especially developed for a target field can be used for this purpose. Both choices contribute to educational excellence [1,2]
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